Student Learning and Development 2024 Virtual Conference Bundle
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You must log in to register
- Non-member - $349
- Member - $149
NASPA presents a bundle of discounted webinars centered on Student Learning and Development, curated to empower student affairs professionals in creating impactful educational experiences. These sessions highlight best practices and innovative frameworks to support students' academic, social, and personal growth. Learn from thought leaders as they discuss topics such as effective learning environments, skill-building, and strategies to foster inclusive student engagement. With a focus on practical application, this bundle equips professionals with tools to enhance learning outcomes and contribute meaningfully to the student success ecosystem. Perfect for professionals dedicated to advancing their institutions’ missions and enriching students' lives.
Session Bundle Pricing:
Member: $149 ($1,106 value)
Nonmember: $349 ($2,506 value)
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Contains 4 Component(s), Includes Credits
According to a 2023 NACE poll, more than 40% of career services professionals reported using artificial intelligence for work tasks over the last year, but fewer than half reported using it with students. The presenters will educate how advising professionals can implement AI into their discussions with students. In the wake of this new technology, There is now an opportunity to responsibly leverage its benefits in order to educate ourselves on its possibilities, and to advise students in a more impactful and profound way.
According to a 2023 NACE poll, more than 40% of career services professionals reported using artificial intelligence for work tasks over the last year, but fewer than half reported using it with students. The presenters will educate how advising professionals can implement AI into their discussions with students. In the wake of this new technology, There is now an opportunity to responsibly leverage its benefits in order to educate ourselves on its possibilities and to advise students in a more impactful and profound way.
Learning Outcomes:
- Understand the impact of AI in higher education and its larger implications through moderated discussion.
- Discuss the ethics of AI and appropriate usage, and be able to facilitate these discussions with their students.
- Understand and add to the opportunities for innovation that AI can provide in student career education through interactive discussion and pair-and-share activities.
Alexandra Karlesses
Assistant Director of Career Development
Villanova University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
1 CE is awarded for attending this live session.
No partial credit will be rewarded.
Participants must also complete the feedback survey in the Online Learning Community.
Credit is available for attending the live session and viewing the on-demand recording.
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 3 Component(s)
The first year seminar is a high-impact practice that can be used to deepen academic engagement, student connections, collaborative learning, and critical reflection and self-discovery. Student affairs, academic support, and student success professionals bring signficant strengths that can be used to create community within these courses in meaningful ways. Panelists in this session will explore how they have leveraged their strengths to intentionally build community as seminar instructors.
The first-year seminar is a high-impact practice that can be used to deepen academic engagement, student connections, collaborative learning, and critical reflection and self-discovery. Student affairs, academic support, and student success professionals bring significant strengths that can be used to create a community within these courses in meaningful ways. In this session, panelists will explore how they have intentionally leveraged their strengths to build community actors as seminar inst.
Learning Outcomes:
- Describe how the first-year seminar impacts student success and persistence.
- Identify at least 1 strength of their role in student affairs and academic support that can assist in intentionally building community in a first-year seminar course.
- Articulate their role in building community with other first-year seminar instructors on their campuses with an intentional focus on building community in FYS courses.
Brett Bruner
Assistant Vice President for Student Success & Persistence
Wichita State University
Karen McCullough
Director of Career Services
Fort Hays State University
Megan Wyett Lennon
Associate Chief Student Affairs Officer
Amherst College
Dana Tribble
Assistant Professor of Student Affairs Administration
Arkansas Tech University
Jennifer Granger Sullivan
Director of Experiential Learning/Co-Director of First Year Seminar
Elms College
Ben Moran
Tutoring Coordinator
Missouri Western State University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions. Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 5 Component(s)
It's time to start thinking outside the box when it comes to career success in today's world. To help students design their career, the presenter will introduce a new model, featured on the - Inspiring Internships Podcast, and highlight four stages: Inquire, Acquire, Aspire, and Inspire, with engaging activities, discussions, and success stories. The Inspire Model has led the College of Humanities at the University of Utah to significantly improve career success outcomes and has more than doubled internship participation over the past year.
It's time to start thinking outside the box when it comes to career success in today's world. To help students design their careers, the presenter will introduce a new model, featured on the - Inspiring Internships Podcast, and highlight four stages: Inquire, Acquire, Aspire, and Inspire, with engaging activities, discussions, and success stories. The Inspire Model has led the College of Humanities at the University of Utah to improve career success outcomes significantly and has more than doubled internship participation over the past year.
Learning Outcomes:
- Gain a comprehensive understanding of the evolving landscape of career success in the current job market.
- Explore the innovative four-stage model (Inquire, Acquire, Aspire, and Inspire) for achieving career goals.
- Participate in engaging activities designed to facilitate critical thinking and practical application of career development strategies.
Cameron Vakilian
Director of Experiential Learning
University of Utah College of Humanities
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 4 Component(s)
Given the growing, diverse student population at institutions across the country, many institutions have developed diversity-related initiatives. Even though the work may begin at the senior leadership level, how can university career centers contribute to the institutionâs DEI goal? In this session, the presenter will 1) discuss how career development professionals can incorporate DEI within programs, coaching and resources and 2) share best sustainable practices used at UNC Chapel Hill, Kenan-Flagler Business Schoolâs Career Center.
Given the growing, diverse student population at institutions across the country, many institutions have developed diversity-related initiatives. Even though the work may begin at the senior leadership level, how can university career centers contribute to the institution’s DEI goal? In this session, the presenter will 1) discuss how career development professionals can incorporate DEI within programs, coaching, and resources and 2) share best sustainable practices used at UNC-Chapel Hill, Kenan-Flagler Business School’s Career Center.
Learning Outcomes:
- Develop a better understanding of the role that career professionals can play in meeting the needs of a diverse student population.
- Develop career development programming and resources to increase student engagement with career centers.
- Identify key partners on campus to support their programs, coaching and resources to best support their students.
Catherine Okafor
Assistant Director, Career Development & Employer Relations
UNC Chapel Hill, Kenan-Flagler Business School
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 3 Component(s)
Retention models share common elements such as student characteristics, institutional experiences, and academic and social integration. However, few specifically - basic needs (e.g., food, housing, transportation) and - belonging as essential components of student success. Presenters will provide an overview and discuss the impact of basic needs and belonging to persistence, share a theoretical framework for including them within persistence models, and provide recommendations for addressing these issues in student affairs practice.
Retention models share common elements such as student characteristics, institutional experiences, and academic and social integration. However, few specifically - basic needs (e.g., food, housing, transportation) and - belonging are essential components of student success. Presenters will provide an overview and discuss the impact of basic needs and belonging to persistence, share a theoretical framework for including them within persistence models, and provide recommendations for addressing these issues in student affairs practice.
Learning Outcomes:
- Describe the impact that basic needs and belonging have on college student persistence
- Identify strategies to address basic needs and belonging in student affairs practice
Gavin Henning
Professor of Higher Education
New England College
Anne Lundquist
Executive Director at the Hope Center at
Temple University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual
Conference.
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Contains 3 Component(s)
We know that to be successful and empower communities to be leaders in prevention, we must address implicit bias and create intersectional programs. This includes having nuanced conversations about identity, alcohol, and sex. Furthermore, in social settings, safety is not only a concern for people drinking but for everyone. During this workshop, we will discuss social norms around alcohol, identify ways to build community through intentional dialogue, and provide tips for including intersectional practices in sexual violence prevention.
We know that to be successful and empower communities to be leaders in prevention, we must address implicit bias and create intersectional programs. This includes having nuanced conversations about identity, alcohol, and sex. Furthermore, in social settings, safety is not only a concern for people drinking but for everyone. During this workshop, we will discuss social norms around alcohol, identify ways to build community through intentional dialogue and provide tips for including intersectional practices in sexual violence prevention.
Learning Outcomes:
- Explain how implicit bias impacts prevention facilitation and strategies.
- Describe how primary prevention includes changes in community norms and culture to support people in preventing sexual violence.
- Strategize how to build relationships in their community to engage underserved populations in violence prevention work.
Haleigh Harrold
Executive Director
SAFE Bar Network
Tonjie Reese
Founder and Executive Director
Eleven24
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the Feedback Survey in the session offering the certification. Once the survey is completed, your Certificate will be available on the Virtual Conference Continuing Education website. The Certificate of Completion, which will show the event and credit earnings, is available for download and/or print from the event in your Online Learning Community.
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Contains 4 Component(s)
Predictive analytics models can be used to assist colleges and universities in meeting their strategic goals. Often, the focus of such models is on student academic and demographic data but some of the most impactful experiences are co-curricular. The presenters will focus on models that include the co-curricular aspects of the learning environment in predictive models and report on institutional changes enacted because of such models.
Predictive analytics models can be used to assist colleges and universities in meeting their strategic goals. Often, the focus of such models is on student academic and demographic data, but some of the most impactful experiences are co-curricular. The presenters will focus on models that include the co-curricular aspects of the learning environment in predictive models and report on institutional changes enacted because of such models.
Learning Outcomes:
- Identify a variety of cocurricular practices that have a positive impact on student success metrics.
- Evaluate the strengths and weaknesses of using cocurricular data in predictive models.
- Discuss models that could be explored on their own campuses.
Dr. Jessica Oyler
Vice President for Student Access and Success
Weber State University
Dr. Jessica Oyler is the Vice President for Student Access and Success and works with enrollment and student success areas. She's passionate about ensuring that everyone at Weber has the opportunity to be successful, and three of her kiddos attend or have graduated from Weber. Her bachelor's was in agricultural education, but she eventually got her doctorate in higher education administration, which goes to show the breadth of opportunities you have with your degree!
Dr. Heather J. Chapman
Senior Director for Data & Analytics
Weber State University
Heather Chapman is the Senior Director for Data & Analytics at Weber State University (WSU). She can read a spreadsheet, scatterplot, or line chart and loves finding ways to make complicated data problems easy for everyone to understand. She has a passion for creating visualizations that tell a good story to people who are afraid of or uncomfortable with all that data. Her team is responsible for providing operational reports, creating visualizations that explore student success, and predictive modeling at WSU. Heather is also responsible for teaching visualization best practices across her institution and for helping with the integration of new data sources into WSU’s data warehouse. Prior to joining WSU, Heather earned a Ph.D. in Experimental and Applied Psychological Sciences, with an emphasis in statistics from Utah State University.
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 5 Component(s)
Student employment is a key part of the college experience. Students have long relied on campus positions for basic needs assistance and work experience. However, the ongoing global pandemic has made student employment much more complicated. The presenter will discuss how the School of Interdisciplinary Arts & Sciences at UW Bothell successfully developed an impactful student position amidst uncertainty. Through reflection and group discussion, the attendees will be invited to explore innovative approaches to student positions for a new world.
Student employment is a key part of the college experience. Students have long relied on campus positions for basic needs assistance and work experience. However, the ongoing global pandemic has made student employment much more complicated. The presenter will discuss how the School of Interdisciplinary Arts & Sciences at UW Bothell successfully developed an impactful student position amidst uncertainty. Through reflection and group discussion, the attendees will be invited to explore innovative approaches to student positions for a new world.
Learning Outcomes:
- Develop an understanding of the relationship between college student employment and student success
- Become familiar with current employment trends and projections nationwide
- Leave with a framework for developing student positions that are responsive to the current environment
Monique Taylor
Assistant Director, Outreach & Communications
University of Washington Bothell
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.
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Contains 3 Component(s)
The presenters will share findings from a national qualitative study that explored the experiences of college students following the recreational marijuana legalization. Findings suggested a general lack of knowledge regarding cannabis consumption and legalization. However, there is a desire to practice safe consumption and receive a more meaningful education on the topic. Recommendations for practice will be provided for higher education institutions to increase efforts to educate on safe practices and challenge stigma and misperceptions.
The presenters will share findings from a national qualitative study that explored the experiences of college students following the recreational marijuana legalization. Findings suggested a general lack of knowledge regarding cannabis consumption and legalization. However, there is a desire to practice safe consumption and receive a more meaningful education on the topic. Recommendations for practice will be provided for higher education institutions to increase efforts to educate on safe practices and challenge stigma and misperceptions.
Learning Outcomes:
- Articulate student perceptions about the legal use of marijuana use
- Identify the campus legal contexts for legal use of marijuana
- Distinguish marijuana legalization and use between off-campus and on-campus contexts
Pietro Sasso, PhD
Associate Professor
Delaware State University
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
NASPA has been approved by the Higher Education Consortium for Student Affairs Certification to provide CE credit for Certified Student Affairs Educators (CSAEd). NASPA is solely responsible for all aspects of this program.
Guidelines for earning CE credit:
No partial credit will be rewarded.
Credit is available for attending the live session or viewing the on-demand recording, not both. While on-demand is available to registrants for 365 days, CSAEd credits and certificates must be retrieved no longer than 60 days after the event (June 7, 2024).
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions. All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference. -
Contains 2 Component(s)
An interactive panel of hazardous drinking and hazing research experts will share their insights about the relationships between hazing and heavy episodic drinking among undergraduates in student organizations. Particular focus will be given to sororities and fraternities as well as broader campus undergraduate participation in binge drinking and hazing activities as these behaviors have rapidly shifted within the last biennium. Current trends, intervention strategies, as well as promising research will be elucidated by the expert panel.
An interactive panel of hazardous drinking and hazing research experts will share their insights about the relationships between hazing and heavy episodic drinking among undergraduates in student organizations. Particular focus will be given to sororities and fraternities and broader campus undergraduate participation in binge drinking and hazing activities, as these behaviors have rapidly shifted within the last biennium. The expert panel will elucidate current trends, intervention strategies, and promising research.
Learning Outcomes:
- Identify trends in contemporary hazing and adjacent prevention research in the secondary education and college contexts.
- Draw connections between hazing and hazing adjacent research and prevention practices.
- Make connections between hazing and heavy episodic drinking as well as interconnected prevention efforts.
Pietro Sasso, Ph.D.
Associate Professor
Penn State Piazza Center for Fraternity & Sorority Research and Reform
Kimberly Davis, PhD
Data Analyst
Penn State University Piazza Center for Fraternity & Sorority Research
Stevan Veldkamp, Ed D
Executive Director
Penn State University Piazza Center for Fraternity & Sorority Research
Rasheed Ali Cromwell, Esq.
President
The Harbor Institute
Emily Perlow, PhD
Dean of Students
Worcester Polytechnic Institute
Continuing Education Credits
This session counts for 1.0 CSAEd-CORE credit
To receive CSAEd credit, attendees must complete the feedback survey that offers the certification in each session. Once you have attended all the live sessions or watched the on-demand sessions for which you would like to request credit, visit the Continuing Education (CE) website to fill out the Student Affairs Education Certification Request Form for all the sessions.
All certificants must fill out one for the live session and a separate one for the on-demand sessions.
Visit the Continued Education (CE) website to learn more regarding deadlines and receive your certificate of completion for the Virtual Conference.